9 Ways to Support Diverse Learning Needs in Physical Education

Physical education (PE) teachers develop not only students’ motor skills but also their physical literacy, which includes the knowledge, understanding, and confidence to engage in physical activity throughout life. Social skill development, cooperation, communication, appropriate competition, and adaptability are all a part of an active, experiential learning environment.

However, given the potentially large class sizes, the wide variety of physical abilities, very diverse motivation levels, and the fact that more often than not an adaptive PE specialist won’t be available to help students with physical and/or learning disabilities, the physical education teacher faces some unique challenges. How do you support all students in physical education classes? 

The Goals of Physical Education

Supporting all students in PE classes is critical for many reasons. A quality PE program that addresses diverse learning needs can promote inclusivity and equity while building confidence and self-esteem. When students feel included and enjoy physical activity, lifelong healthy habits are developed. Supporting students in PE encourages social and emotional growth, promotes engagement, and fosters resilience and grit.

PE is about more than just gaining physical and sports skills, learning the detailed rules of specific sports, or playing games. It’s about mental, social, and emotional development. High-quality PE programs foster physical, social, emotional, and cognitive development, promoting a lifelong commitment to health and well-being.

How to Support Students’ Diverse abilities

1. Keep it fun and inclusive. PE classes cause anxiety in many students. Add to that the stress of potentially having to change clothes in a locker room, and you have a class that can make students physically ill. Combat the potential for this distress with a class climate where all students feel welcome and valued regardless of their ability or skill. While there’s a time and a place for keeping score, make most of your activities all about fun and participation. Remember, your ultimate goal is fostering a lifelong love of being active.

2. Offer activities focusing on cooperation. There are many simple games, such as the Peek-a-Who name game, that are fun and inclusive and help build the sense of community that is necessary to support students with disabilities. It’s important that the activities you offer get students laughing and moving. Yes, you’ve already established class rules, norms, and procedures, but you also want students to look forward to class and physical activities. Plan fun games with implements such as rubber chickens and pool noodles so that specific athletic skills aren’t required for success.

3. Enlist peer helpers as coaches. In just about every activity that happens in a PE class, there will be some students who are skilled in the activity. Have these students share their expertise by helping students with learning disabilities. In basketball, for example, a peer helper could be a “private trainer” helping a student with their dribbling or shooting skills.

4. Remove skill barriers when teaching game rules. In many games or activities, implements can be changed to facilitate all students’ success:

• In juggling, allow students to use scarves instead of balls, as they move much more slowly.
• In football, use a much smaller junior size or even a Nerf football to help students learn how to throw a spiral.
• In an archery unit, have a variety of sizes of bows and ones with different draw weights available.
• When teaching the game of softball or baseball, use a batting tee with a larger ball, or play kickball to teach the rules. Most students, including students with disabilities, will be much more successful throwing and catching a playground ball as they learn base running, tagging up, etc.

5. Modify rules to make the games more inclusive. When teaching volleyball, for example, consider allowing a bounce. Yes, it’s against the official rules, but eventually, after students have learned how to successfully pass the ball and rally, you can stop allowing the bounce. You can also allow the serve to happen closer to the net. If you can, purchase soft-touch volleyballs— students’ forearms will appreciate it.

6. Differentiate the competition levels. If gameplay is part of the lesson plan, allow the students to self-select according to their own perceived skill, ability, or comfort level. Competition can range from noncompetitive to competitive. For example, with basketball games, one could be the “JV” game and the other the “Varsity” game.

7. Use tape or cones on the gym floor to help with positioning. Strategically placed tape can help confused students know where to stand in many sports or activities. If teaching a dance done in a circle, mark out the size of the circle to help students not allow the circle to collapse on itself. Use cones on a softball field to help with where players should stand when waiting for the batter to put the ball in play.

8. Modify all fitness activities so that all students can be successful. For gym activities such as climbing ropes, climbing pegs, or using pull-up bars, make changes to meet your students’ needs. Instead of requiring students to attempt to climb ropes, allow them to hang for a specific amount of time or pull themselves up from the ground while lying in a supine position. For pegs, allow a spotter who can assist by giving students a place to put their foot for support, such as a box or step. Provide assistance bands on the pull-up bars, or as with the ropes, allow the students to hang for a time.

Any type of calisthenic movement can be modified so that all students experience the stimulation needed to get stronger. A student who can’t do a single push-up will get much more benefit from doing multiple reps of modified push-ups. When running, create a specific run/walk strategy, and gradually increase the time spent running and decrease the walk breaks as students’ fitness improves. Structure running activities so that students finish at the same time and struggling students are not stigmatized by being slower.

9. Use technology if your students have it. iPads, for example, can be used for error detection and correction by pairs or small groups when students are learning proper technique and practicing for their fitness exams. All students, but especially students with disabilities, can benefit from many applications or websites specific to gameplay, positions, proper technique, etc. YouTube videos of a skill can be shared, and if none are available or if YouTube is blocked, you can record video exemplars and share those videos with students in a manner allowed by the school or district.